Advances in Autonomy-Supportive Teaching: - PowerPoint Presentation

Slide1

Advances in Autonomy-Supportive Teaching:Advances in Education-Based SDT Research since the Rochester 2013 Conference

Johnmarshall Reeve

Korea UniversitySlide2

1. What Precisely Is Autonomy Support?Slide3

1. What Precisely Is Autonomy Support?For years, autonomy support has been conceptually defined by a list of instructional behaviors, such as:Encourage initiativeRely on informational languageAcknowledge negative feelingsSlide4

1. What Precisely Is Autonomy Support?For years, autonomy support has been conceptually defined by a list of instructional behaviors, such as:Encourage initiativeRely on informational languageAcknowledge negative feelingsThat’s fine for an operational definition of autonomy-supportive teaching.

But it won’t do for a conceptual definition.So, what is it that brings all these various acts of instruction together

into a coherent autonomy-supportive motivating style?Slide5

Autonomy SupportConceptual DefinitionAutonomy support is:(a) the interpersonal effort to provide a teacher-student relationship and a

classroom environment that appreciates and supports students’ need for autonomy, and(b) an

interpersonal tone

of understanding that is highly respectful of the student’s perspective and initiatives and implicitly communicates, “I am your ally; I am here to support you and your strivings.”

Source: Reeve, J. (2015). Autonomy-supportive teaching: What it is, how to do it. In J. C. K. Wang,

W

. C. Liu, and R. M. Ryan’s (Eds.), Building autonomous learners: Perspectives

from

research

and practice

using self-determination

theory

(

Chpt 5, pp. 129-152). New York: Springer

.Slide6

The Interpersonal Tone that Becomesthe Teacher’s Motivating StyleAutonomy SupportTone: UNDERSTANDING“I am your ally.I am here to support

you and your strivings.”

Teacher Control

Tone: PRESSURE

“I am your boss.I am here to socialize and to change you.”

Perspective

Taking

Informational

Language

Acknowledge

Feelings

Display

Patience

Support

Initiatives

Vitalize

IMRs

Prescriptives

Introduce

Extrinsic

Motivators

Pressuring

Language

Display

Impatience

Counter/Change

FeelingsSlide7

2. Is Teacher Control the Opposite of Autonomy Support?Slide8

2. Is Teacher Control the Opposite of Autonomy Support?Conceptually, yes, teacher control is the opposite of autonomy support. But all of these findings have emerged:When we help teachers become less controlling, they still don’t yet know how to become more autonomy supportive.When assessed as a semester-long motivating style, autonomy support and teacher control correlate r = -.70. But when assessed as moment-to-moment instructional behaviors, autonomy support and teacher control indicators correlate only

r = -.30.

Measuring autonomy support and teacher control with two separate unipolar scales tends to predict outcomes better than does using only a single bipolar scale.

The Dual-Process Model

Conclusion: There seems to be little cost yet significant benefit from measuring autonomy support and teacher control with two different (unipolar) scales.Slide9

Our Operational Definition of Autonomy-Supportive TeachingSlide10

Our Operational Definition of Controlling TeachingSlide11

Dual-Process ModelAutonomy Support  Bright Side Processes and OutcomesTeacher Control  Dark Side Processes and Outcomes

Source

: Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers

decrease students’ amotivation. Contemporary Educational Psychology, 40

, 99-111.Slide12

3. What Are the Antecedents to Autonomy-Supportive Teaching?Slide13

3. What Are the Antecedents to Autonomy-Supportive Teaching?We know the antecedents of teacher control fairly well.However, we only know a few reliable antecedents of

autonomy-supportive teaching.1. Participation in ASIP (Autonomy-Supportive Intervention Program)

2. Personality variables

(e.g., ACOS)3. Students ask for it

(i.e., agentic engagement).

Pressures from Above

Responsibility for student outcomesAccountability for student outcomes

Interpersonal power differential

Pressures from Below

Students’ disengagement

Students’ misbehavior

Pressures from Within

Control-oriented personality char.

Control-oriented beliefsSlide14

4. To Learn How to Become Autonomy Supportive (to Develop the Skill that Is Autonomy-Supportive Teaching) It Helps Teachers if They Participate in a 3-Part ASIPSlide15

4. To Learn How to Become Autonomy Supportive (to Develop the Skill that Is Autonomy-Supportive Teaching) It Helps Teachers if They Participate in a 3-Part ASIP

Procedural Timeline for the 3-Part autonomy-supportive teacher training program and the four waves of data collection.

Source

: Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation.

Contemporary Educational Psychology, 40, 99-111.Slide16

Another ASIP that Combines the Delivery of Parts 1 and 2 on the Same DaySource: Cheon, S. H., & Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration.

Journal of Sport and Exercise Psychology.Slide17

The Guidelines for What Makes for a Highly-Effective ASIP (Published in 2011) Still Ring True TodaySource: Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23,

159-188.Slide18

5. Essentially, What Do Teachers Learn During ASIP?Slide19

5. Essentially, What Do Teachers Learn During ASIP?What Teachers Are Taught during ASIPPart 1: What autonomy support is. Autonomy Support is effective. Teacher control is ineffective and fraught with side effects.Part 2: Autonomy support is easy to do—once you know how to do it. So, here is how to enact specific autonomy-supportive instructional behaviors.Part 3

: Integrate the various autonomy-supportive acts of instruction into an overall, coherent motivating style that solves important classroom concerns.

What Teachers Learn during ASIP

Instructional Skill #1

: How to vitalize intrinsic motivation during instruction. How to provide instruction in ways that affords students frequent and recurring opportunities to experience psychological need satisfaction.

Instructional Skill #2

: How to promote identified regulation during instruction. Essentially, how to motivate and engage students on even relatively uninteresting learning activities, procedures, and requirements.Slide20

Illustrative Example of One Autonomy-Supportive Instructional BehaviorAcknowledge and Accept Students’ Resistance, Complaining, and Expressions of Negative Affect

Source: Reeve, J. (2015). Giving and receiving autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8)

, 406-418.Slide21

5. Essentially, What Do Teachers Learn During ASIP?What Teachers Are Taught during ASIPPart 1: What autonomy support is. Autonomy Support is effective. Teacher control is ineffective and fraught with side effects.Part 2: Autonomy support is easy to do—once you know how to do it. So, here is how to enact specific autonomy-supportive instructional behaviors.Part 3: Integrate the various autonomy-supportive acts of instruction into an overall, coherent motivating style.

What Teachers Learn during ASIP

Instructional Skill #1

: How to vitalize intrinsic motivation during instruction. How to provide instruction in ways that affords students frequent and recurring opportunities to experience psychological need satisfaction.

Instructional Skill #2

: How to promote identified regulation during instruction. Essentially, how to motivate and engage students on even relatively uninteresting learning activities, procedures, and requirements.

Comment/Observation

Most teachers learn rather quickly and rather competently how to dial down the interpersonal control (instructional skill #2).

The magic happens when they can also learn how to vitalize students’ psychological needs during instruction (instructional skill #1).

This latter capacity becomes the telltale sign of a highly-effective, almost jaw-

droppingly

good autonomy-supportive teacher.Slide22

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy SupportiveSlide23

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy SupportiveSource: Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99-111.

Students’ ratings of their teachers’ perceived autonomy-supportive teaching prior to (T1) and after (T2) their teacher’s ASIP experience.

ASIP

InterventionSlide24

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy SupportiveSource: Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99-111.

Students’ ratings of their teachers’ perceived autonomy-supportive teaching prior to (T1) and after (T2) their teacher’s ASIP experience.

ASIP

Intervention

Few Moderators of this ASIP Main Effect

(not grade level, not gender, not subject matter,…)

One exception to “Everybody benefits from ASIP”:

To benefit from ASIP, you need to participate in ASIP.

Some are unwilling to participate in the first place.

Have we every had an unsuccessful ASIP?

Our implementation record is 13-1. Slide25

7. Once You Learn How to Become More Autonomy-Supportive, You Don’t Go Back (to Neutral or Controlling)Slide26

7. Once You Learn How to Become More Autonomy-Supportive, You Don’t Go Back (to Neutral or Controlling)In one study, we followed-up a group of teachers who had completed ASIP a year earlier.We asked teachers about their current, 1 year post-ASIP motivating style (AS & TC).We asked about benefits from autonomy-supportive teaching (own need satisfaction).We asked their students about their teachers’ current motivating style (AS & TC).We asked their students about benefits from AST

(e.g., engagement, skill development).We asked trained raters to score teachers’ actual, in-class autonomy supportive instructional behs

.For every teacher (100% participation rate), all scores were the same or higher 1 year later.

Conclusion: The benefits from ASIP endured, and sometimes even grew/accelerated.

Source

: Cheon

, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher

training

programs endure

?

A

one-year follow-up investigation.

Psychology of Sport

and

Exercise, 14

, 508-518

.Slide27

8. We know ASIP Predicts Students’ Positive Academic, Personal, and Social Functioning, but Does It Predict Bottom-line Outcomes such as Learning and Achievement?Slide28

8. We know ASIP Predicts Students’ Positive Academic, Personal, and Social Functioning, but Does It Predict Bottom-line Outcomes such as Learning and Achievement?Students of Teachers in ASIP Learn More ConceptuallyAthletes of Coaches in ASIP Win More Olympic Medals (Paralympic Games)

Athletes of Coaches in ASIP: 27 medal winners 18 non-medal winners

Athletes of Coaches not in ASIP: 4

medal winners 15

non-medal winnersX

2 (1,

N = 64) = 8.11, p

= .001.

Source

:

Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a

high-stakes sport context

A

field-based experiment during the 2012 London Paralympic

Games

.

Psychology of Sport and Exercise, 19

, 59-69

.

Source

:

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that

increases conceptual learning: Teaching in students’ preferred ways.

Journal of Experimental Education

. doi:

10.1080/00220973.2015.1083522

Rater-scored conceptual understanding on

an unannounced test.Slide29

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their StudentsHigh-Quality Teaching MotivationHigh Teaching SkillHigh Teaching Well-BeingSlide30

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their StudentsHigh-Quality Motivation to (and during) TeachingSource: Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from giving autonomy support

during physical education instruction.

Journal of Sport and Exercise

Psychology, 36, 331-346.Slide31

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their StudentsHigh Teaching SkillSource: Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from giving autonomy support

during physical education instruction.

Journal of Sport and Exercise Psychology

, 36, 331-346.Slide32

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their StudentsHigh Teaching Well-BeingSource: Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from giving autonomy support

during physical education instruction.

Journal of Sport and Exercise Psychology

, 36, 331-346.Slide33

10. Why Do Teachers Become More Autonomy Supportive during ASIP?(i.e., Explain Why ASIP Works)Slide34

10. Why Do Teachers Become More Autonomy Supportive during ASIP?Bootstrapping Analysis: The bias-corrected confidence interval did not include zero [.248, 1.090] for the indirect path from T2

easy-to-implement belief (confirming mediation) but did include zero [-.106, .581] for the

indirect path from T2

effectiveness belief (confirming lack of mediation).

Source:

Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do.

Psychology of Sport and Exercise, 22, 178-189

.Slide35

Three Teacher BeliefsThat Undergo Conceptual Change during ASIPEffectiveness beliefAutonomy-supportive teaching is effective (vs. ineffective) in that students benefit in terms of motivation, engagement, learning, and achievement when teachers offer high rather than low autonomy support.

Easy-to-Implement beliefAutonomy-supportive

teaching is easy (vs

. difficult) to do during instruction, as teachers see it as a feasible (plausible), time-efficient, and practical (not just idealistic) way to motivate and engage students during instruction.

Normative beliefAutonomy-supportive teaching is an accepted, expected, and commonplace way to motivate and engage students among one’s peer teachers at a particular school

.Slide36

10. Why Do Teachers Become More Autonomy Supportive during ASIP?TeacherParticipationIn ASIPGreaterAutonomy-SupportiveTeaching

Longitudinal Gains inTeacher Beliefs about AST

Effective

Easy-to-DoLongitudinal Gains in

Teachers’ OwnPsychologicalNeed Satisfaction

Decrease in Need Frustration too

Longitudinal Gains in

Teaching Efficacy

Student Engagement

Student Learning

Classroom Managemen

t

Longitudinal Gains in

Intrinsic Teaching Goals

Decreased Extrinsic Teaching Goals

?Slide37

11. What Is Easy and Quick to Do Is Generally Ineffective; What Is Effective Is Generally Difficult to Do (Requires Skill)Slide38

11. What Is Easy and Quick to Do Is Generally Ineffective; What Is Effective Is Generally Difficult to Do (Requires Skill)What is relatively easy to do(just say a few words):Choices (Options)

Praise (+ Feedback)

What is relatively difficult to do(acquire and refine teaching skill):

Vitalize IMRs (Psych needs)Acknowledge & Accept

Neg Aff

Display PatienceSlide39

12. How to Assess Autonomy-Supportive TeachingSlide40

12. How to Assess Autonomy-Supportive TeachingRaters (gold standard)Student perceptions (LCQ, need to improve)Teacher reports (SIS, Teaching Scenarios, LCQ)All 3 intercorrelate moderately well.Slide41

13. Why Focus So Exclusively on Autonomy Support? Why Not Focus Equally on Structure and Involvement Too?Autonomy SupportStructureInvolvement

Autonomy Need Satisfaction

Competence Need Satisfaction

Relatedness Need Satisfaction

Students’ PositiveAcademic, Social,

& Personal Functioning

Students’ Positive

Academic, Social,

& Personal Functioning

Autonomy Need Satisfaction

Competence Need Satisfaction

Relatedness Need Satisfaction

Autonomy SupportSlide42

When It Comes to Helping Teachers Develop an Effective Classroom Motivating Style, We Find It Most Constructive to Simply Offer “Add-on Modules” of Whatever Else Is Important to TeachersSupplemental“Add on” ModuleStructureNeed SatisfactionAutonomyCompetence

RelatednessStudents’ Positive

Academic, Social,

& Personal Functioning

Autonomy Support

What It Is

Its Effective

How to Do It

Teacher Control

What It Is

Its Ineffective/Side Effects

How to Transform TC into AS

Implication for ASIPs

You don’t need a separate CIP or

I

IP or...

Instead, Intrinsic Goals, Choice Provision, Guidance, etc.

work best as “Add-on modules” to supplement

previously-validated ASIPs.

Supplemental

“Add on” Module

InvolvementSlide43

Another ASIP that Combines the Delivery of Parts 1 and 2 on the Same DaySource: Cheon, S. H., & Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration.

Journal of Sport and Exercise Psychology.

Add-on

ModuleSlide44

Quick ExplanationWhen teachers offer students a goal to strive for, a standard of excellence to pursue, an expectation, how-to guidance, modeling, feedback, help/assistance, a strategy to try (elements of classroom structure),…It seems a necessary prerequisite to first:Take the student’s perspectiveAcknowledge negative affectProvide an explanatory rationaleEtc.

When It Comes to Helping Teachers Develop an Effective Classroom Motivating Style, We Find It Most Constructive to Simply Offer “Add-on Modules” of Whatever Else Is Important to Teachers (based on CET)Slide45

13. Why Focus So Exclusively on Autonomy Support? Why Not Focus Equally on Structure and Involvement Too?Autonomy SupportStructureInvolvement

Autonomy Need Satisfaction

Competence Need Satisfaction

Relatedness Need Satisfaction

Students’ PositiveAcademic, Social,

& Personal Functioning

Need Support

Need Neglect

Need Thwart

Autonomy Support

Task Involving

Social Support

Need Satisfaction;

Student Empowerment

Need Satisfaction

Need Dissatisfaction

Need Frustration

Students’ Positive

Academic, Social,

& Personal Functioning

Students’ Positive

Academic, Social,

& Personal Functioning

Students’ Positive

Academic, Social,

& Personal Functioning

Autonomy Need Satisfaction

Competence Need Satisfaction

Relatedness Need Satisfaction

Autonomy SupportSlide46

14. Students Affect Teachers as Much as Teachers Affect Students(Teacher – Student Dialectic)Teachers’ Motivating Style:Autonomy Support-Teacher ControlChanges in Teachers’ Motivating Style:Autonomy Support-Teacher Control

Students’ ClassroomEngagement-Disengagement

Changes in Students’ ClassroomEngagement-Disengagement

Source

: Reeve

, J., Deci, E. L., & Ryan, R. M. (2004).  Self-determination theory: A dialectical framework for understanding

          the socio-cultural influences on student motivation.  In D. 

McInerney

& S. Van

Etten

(Eds.),

Research on sociocultural

          influences on motivation and learning: Big theories revisited

(Vol. 4, pp. 31-59

). Greenwich

, CT: Information Age

Press.Slide47

14. Students Affect Teachers as Much as Teachers Affect StudentsSource: Jang, H., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

. Learning and Instruction, 43, 27-38

.Slide48

14. Students Affect Teachers as Much as Teachers Affect StudentsSource: Matos, L., Reeve, J., Herrera, D., & Claux, M. (

2016). Students’ agentic engagement increases teachers’ autonomy support: The squeaky wheel gets the grease.Slide49

What We Still Need to Do (before SDT7)Slide50

Conceptualize, Design, Implement, and Evaluate Agentic Engagement InterventionsWhat is agentic engagement?What is agentic disengagement?How does agentic engagement develop?What would an effective, student-focused agentic engagement intervention look like?Teachers’ Motivating Style:Autonomy Support-Teacher Control

Students’ AgenticEngagement-DisengagementSlide51

Investigate the Importance of a Neutral or Need-Neglectful Motivating StyleAutonomy Support for need satisfactionAutonomy Neglect for need dissatisfactionAutonomy Thwart for need frustrationSlide52

Really Learn How to Provide Instruction in Ways that Vitalize Students’ Inner Motivational Resources during Learning ActivitiesHere are our best practices recommendations; Can we offer more comprehensive suggestions?We did it for “take students’ perspective”; so can we do it for “nurture inner motivational resources?

Source: Reeve, J., & Cheon, H. S. (2014). An intervention-based program of research on teachers

’ motivating styles

. In S. Karabenick & T.

Urdan’s (Eds.) Advances in motivation and

achievement: Motivational interventions

(

Vol. 18, pp. 293-339

). Bingley

, United Kingdom: Emerald Group Publishing

.Slide53

Published ASIPshttp://johnmarshallreeve.orgAt the above web address, you can find both the PPT slides used in this presentation and PDF files of the published ASIP intervention studies.